International students arrive at KPU with perspectives and experiences that enrich the classroom. But they might also encounter barriers to academic success, social wellbeing, and integration into KPU’s professional learning environments. Watch the video below to hear some challenges that international students face.

Instructors can do much to encourage social connectedness by helping to build community between international and domestic students, which is rewarding for all involved. And when international students feel they belong, their engagement and performance is enhanced.

Instructors can take steps towards fostering a sense of belonging—positive feelings of acceptance, security and support—for international students through addressing three significant factors:

Cultural, racial, and gender inequalities

International students might find themselves in conflict with other students in the classroom, or, they might be belittledor preyed upon. As instructors, we should be aware of this potential and organize our pedagogical practices to mitigate it. Without reinforcing cultural determinism or essentializing gender identities, it is fair to say that some international students might arrive in Canada from countries where students who have been socialized as women are expected to automatically defer to students who have been socialized as men.

Similarly, some students may be socialized into deferring to those who are older than them, or who are higher in a perceived social hierarchy. In addition to these considerations, domestic students whose parents or grandparents immigrated to Canada may look down upon international students who are from similar cultural backgrounds as them. Caste or class differences can still marginalize students.

Microaggressions

Microaggressions, a term coined by Chester Pierce in the 1970’s, is used to describe the brief and commonplace verbal or behavioural indignities that occur in daily interaction. Whether intentional or unintentional, these microinsults and microinvalidations communicate hostile, derogatory, or negative prejudicial slights and insults towards a group, particularly those that are culturally marginalized. Instructors may consider taking steps to avoid and address microaggressions—their own and others’—against international students.

Biases

Bias are quick, sometimes inaccurate, mental associations we make based on limited information, such as our own experiences. Biases are social beliefs, formed early in life, largely outside of a person’s awareness, and they affect how we perceive and interact with others. Implicit or unconscious biases are centered around a wide range of characteristics, from race, ethnicity, and gender to religion, accent, appearance, and ability. Understanding our own preconceived notions and assumptions is essential to practicing inclusivity in the classroom and moving towards more equitable education.

Examples of biases

These are examples of normalized biases that instructors should avoid:

• Assuming a student is an international student based solely on their name or skin colour.
• Calling on certain students more frequently than others.  Research shows the tendency of instructors at all levels to call primarily on white, male students.
• Choosing readings and other instructional materials that do not reflect the diversity of the classroom.
• Assuming that international students have expertise or an interest in issues related to their race, ethnicity, or home country.
• Equating lower proficiency in spoken English with poor writing skills.
• Initiating a discussion on a topic, such as racism or indigenous rights in Canada, without realizing that international students in the classroom may not understand the historical and cultural circumstances linked to the issue.

How to combat bias?

• Avoid assuming that a student identifies as an international student, even if they are not from Canada. Their cultural background might not play a role in their self-identity as a student, or they might be a refugee, exchange student, or they might have recently arrived in Canada through other pathways.
• Avoid assuming that international students are satisfied with earning the lowest possible grades necessary to pass a course, or that they are solely motivated by the desire to gain permanent residency in Canada.
• Avoid assuming that an international student will not succeed in your class or understand the material. Be equitable in setting your expectations.
• Avoid assuming students will do all the work of teaching you about their culture or country. Ask respectful questions to understand more about students’ individual backgrounds and perspectives.
• Avoid assuming that international students will know about Canadian culture or history. Try to avoid presenting Canadian realities as universal, and, when possible, provide examples of realities experienced outside of Canada.